Kokand state pedagogical institute named after mukimi faculty of foreign languages

2.3 Modern foreign language teaching strategies

The problem of the relationship between language and speech can be applied to the study of any foreign language. It is customary to divide all methods, methods and approaches to teaching foreign languages into two main branches: “from speech to language” and “from language to speech”.

Using the principle "from language to speech", the language itself is analyzed as something theoretical, functioning according to certain rules that students must learn. In this case, the educational texts are equipped with the "necessary" lexical material and constructions and represent a methodological guide that is of little interest to read. This type of teaching was familiar to the practice of teaching foreign languages in the USSR. But as a result, many students knew the language material well, but did not know how to speak it. The use of the language was divorced from the actual communicative situations of a foreign-speaking society.
However, it cannot be argued that when teaching according to the principle “from language to speech”, a speech skill cannot be formed. It is formed in a passive way, and this process lasts quite a long time. Therefore, in order to learn a foreign language in this way and be able to speak it well, it is necessary to study it for a long time. At the same time, the result itself will not appear immediately and is possible only when the person himself is interested in communicating in a foreign language. Usually it is these people who later become professional linguists.
Teaching on the principle of "from speech to language" is called communicative. In it, the most important thing is not the official correctness of the statement, but its meaning, the communicative motivation of students and the speech act itself, and not its content. With this type of learning, language should not be the goal, it should be, first of all, a means of receiving and transmitting information. If you teach a language according to the principle of the implementation of a speech act, then in such training its communicative function, which is the main one, is better visible.
The communicative principle of teaching itself appeared in the 1970s-1980s, at the same time, when the practical orientation of the methodology and technology of teaching foreign languages was formed. This led to a decisive turn towards natural communication in the process of teaching languages. The goal in this process was the development of communicative competence, and later - the ability to communicate in the target language and master the specifics of the behavior of foreign language speech communication.
Therefore, in the early 1970s, methodologists, based on the side of the communicative method, relied on social and functional mechanisms for the use of language in situations of verbal communication.
With a communicative approach to teaching a foreign language, the object of formation is not only certain knowledge, skills and abilities, but also communicative competence, which allows a person to effectively interact in situations of verbal communication in a foreign language¹¹.
Linguistic competence implies that a person can master specific formal language knowledge and related skills related to different aspects of the language, for example, grammar, phonetics and vocabulary. Lexical units and grammatical constructions are studied in order to further transform them into a conscious statement.
In fact, if we teach communication in a foreign language, then we cannot be content only with the knowledge of the language itself, a certain number of skills and abilities, as well as the ability to use them in certain situations of social interaction.
It is necessary to involve verbal communication in other activities, where it could be not only a means of exchanging any information with another person, but also creating an opportunity to understand your interlocutor as a person, creating conditions for possible cooperation with him.
Therefore, today's teachers focus not on language, but on speech, realizing that speech is always situational, determined by time and place, personality traits of interlocutors in the course of communication, etc. Therefore, in order for the tasks of communication to include, in addition to the formation of linguistic competence, also sociolinguistic competence.
Sociolinguistic competence implies that a person speaking a foreign language is able to choose the appropriate language forms, use or change them in accordance with the existing context. To do this correctly, the language learner needs to understand the semantic significance of lexical units, and how they can change in the course of a situation of communication and style, as well as how they affect another person.
Sociocultural competence is also important because communication in a foreign language is not just a dialogue between two or more individuals, it is often a dialogue of representatives of different cultures. This competence is a means of educating an internationally oriented personality who is aware of the integrity and interdependence of the world, neo the need for international cooperation in the event of the emergence of the main problems of modern society.
Strategic and discursive competencies. These elements of communicative competence are often intertwined with questions of rhetoric. After all, it is the latter that answers questions about how you should organize your work on a public speaking, what is the construction of your statement, how should you correctly communicate with the audience, etc.
Everyone knows that at the moment when we speak our native language, we succeed in constructing our speech correctly and convincingly in order to get the desired effect from our speech. This is due to the fact that in the classroom, oral presentations of students often have only form, not content.
Social competence implies that a person can and, most importantly, wants to interact with other people, he feels self-confidence, and can also put himself in the place of another person. The most important thing here is to form in students a sense of tolerance for the interlocutor, so that he can listen and understand a different point of view, which differs from his point of view.
All of the above knowledge, skills and abilities are of exceptional importance for a modern person in his daily and professional activities both abroad and at home.
Quite often, the communicative method in teaching is considered as a simplified learning process, when a person is simply spoken to in a foreign language and no attention is paid to grammar, vocabulary, etc. at all. But this is a misrepresentation of the interpretation of the communicative technique. This technique takes into account all aspects of language activity, as well as grammatical work, although it is based on real situations of speech interaction that appear in specific didactic forms, ways and methods. In this case, the contact of didactics with psychology is carried out.
In modern education, communicative teaching is quite often idealized and presented as a very effective method, especially when compared with the "dull" learning from language to speech. However, the communicative method in teaching is not without drawbacks, the main of which is its implementation only with a sufficiently large number of classes. Teaching according to this method once a week, with a lesson duration of one hour, is completely ineffective. In addition, if there is no understanding of the language as a system, then the potential for the development of logical thinking in teaching a foreign language remains insufficiently realized.
However, in modern conditions, when more and more people come into contact with native speakers of a foreign language, there is no doubt about the importance of speech practice. Therefore, nothing can replace speech practice in overcoming language or communication barriers and the fear of speaking a foreign language.